TUTORIAL MINGGU 1

NIZAM, WALKER, WEN SHEN, VERA, MEE FOON, YEE CHEE K14

1. Maksud Number Sense

- Keupayaan seseorang murid untuk menggunakan number sense

supaya dapat memahami nombor.

- Murid dapat menggunakan number sense untuk :

o mengetahui nilai relatif nombor

o membuat pertimbangan

o secara fleksibel apabila menambah, menolak, mendarab atau

membahagi

o membangunkan strategi yang berguna apabila mengira,

mengukur atau membuat anggaran.

Secara kesimpulannya, number sense adalah kemahiran menggunakan algebra

digunakan, teknik matematik, daya pemikiran dan ciptaan untuk menyelesaikan

masalah matematik.

2. Contoh Number Sense :

i. Arrange these decimal numbers in order from the least to the greatest.0.34, 0.47, 0.21, 0.58Choices:A. 0.21 < 0.34 < 0.47B. 0.34 < 0.21 > 0.47 C. 0.58 > 0.47 < 0.34 > 0.21D. 0.47 < 0.34 > 0.21 Correct Answer: A

Solution:Step 1: Use the number line

TUTORIAL MINGGU 1

NIZAM, WALKER, WEN SHEN, VERA, MEE FOON, YEE CHEE K14

Step 2: The numbers are arranged in order from the least to the greatest

in the number line.

Step 3: So, 0.21 < 0.34 < 0.47

ii. Consider each of the following arrangements of dots before reading

further. What mental strategies are likely to be prompted by each card?

What order would you place them in according to level of difficulty?

Card A is the classic symmetrical dice and playing card arrangement

of five and so is often instantly recognised without engaging other

mental strategies. It is perhaps the easiest arrangement of five to deal

with.

Card B presents clear sub-groups of two and three, each of which can

be instantly recognised. With practice, the number fact of 'two and

three makes five' can be recalled almost instantly.

Card C: A linear arrangement is the one most likely to prompt

counting. However, many people will mentally separate the dots into

groups of two and three, as in the previous card. Other strategies such

as seeing two then counting '3, 4, 5' might also be used.

Card D could be called a random arrangement, though in reality it has

been quite deliberately organised to prompt the mental activity of sub-

grouping. There are a variety of ways to form the sub-groups, with no

prompt in any particular direction, so this card could be considered to

be the most difficult one in the set.

TUTORIAL MINGGU 1

NIZAM, WALKER, WEN SHEN, VERA, MEE FOON, YEE CHEE K14

Card E shows another sub-group arrangement that encourages the

use (or discovery) of the 'four and one makes five' number relation.

Obviously, using fewer than five dots would develop the most basic

number sense skills, and using more than five dots would provide

opportunities for more advanced strategies. However, it is probably not

useful to use more than ten dots. (See next month's article of

developing a 'sense of ten' and 'place value readiness'). Cards such as

these can be shown briefly to children, then the children asked how

many dots they saw. The children should be asked to explain how they

perceived the arrangement, and hence what strategies they employed.

iii.

A number is selected to place in the middle of the think board, either

teacher or student selected

The students represent their understanding of the number in the centre by

completing each quarter: a written story of the number, a picture depicting the

number, represent the number with symbols and a model of concrete/real items

representing the number

Activity can be extended by placing a calculation, fraction, decimal etc. in

the centre of the board